211496_Activities.pdf about math activities

Revision pack

2. Copyright © 2014 by Didax, Inc., Rowley, MA 01969. All rights reserved.
Limited reproduction permission: The publisher grants permission to individual teachers who have purchased this book
to reproduce the blackline masters as needed for use with their own students. Reproduction for an entire school or school
district or for commercial use is prohibited.
Printed in the United States of America.
This book is printed on recycled paper.
Order Number 211496
ISBN 978-1-58324-657-3
A B C D E 18 17 16 15 14

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Rowley, MA 01969
www.didax.com

3. Working with Ten-Frames Didax ? didax.com 22
8: Stand Up and Be Counted
Number of Students
Entire class
Materials
• 2 ten-frames or Ten-Frames Template (page
110)
• Number Cards 6–20 (pages 117–119)
• 20 Unifix Cubes
• Document camera or projection device
Overview
In this teacher-directed activity, students will
practice counting strategies with up to 20
objects.
Content Standards:
Grade Level: K
Domain: Counting and Cardinality (K.CC)
Count to tell the number of objects.
5. Count to answer “how many?” questions about as
many as 20 things arranged in a line, a rectangular
array, or a circle, or as many as 10 things in a
scattered configuration; given a number from
1–20, count out that many objects.
Practice Standards:
2. Reason abstractly and quantitatively.
Students must make sense of the quantity in each
grouping of cubes.
Common Core State Standards

4. Didax ? didax.com Working with Ten-Frames 23
Presenting the Activity
1. Distribute one number card to each student.
2. Say to the students:
I will show you some Unifix Cubes. Count the cubes.
I will say, “Stand up and be counted.” If you have the
card with the number that matches the cubes, you will
stand up and hold up your card.
You will explain to us how you grouped your cubes for
counting, and then you will count the cubes for your
classmates.
3. Continue with the activity by displaying several Unifix Cube
groupings for students to count, like the examples shown at
right.
4. If the objects you show are in a circle, the students must
decide a starting point to begin the count.
5. If the objects you show are scattered, the students could
explain how they regrouped the cubes, or perhaps how they
found a pattern in the cube arrangement.
Assessing Student Responses
The following questions will help you assess your students’
responses to the activity.
• Did the student(s) use one-to-one correspondence to count
correctly?
• Did the student(s) explain the grouping strategy they used?
• Did the student(s) move the objects into a pattern?
• Did the student(s) explain where they started counting in a
scattered configuration?

5. Working with Ten-Frames Didax – didax.com 62
28: Who Am I?
Number of Students
Partner pairs
Materials
For each pair of students:
• Ten-Frame Cards 1–20 (pages 114–115)
• “Who Am I?” Cards (pages 145–147)
Overview
In this activity, students respond to oral or written
problems involving numbers from 1 to 20, some of
which have more than one solution.
Content Standards:
Grade Level: 1
Domain: Operations and Algebraic Thinking (1.OA)
Represent and solve problems involving addition
and subtraction.
1. Use addition and subtraction within 20 to solve
word problems involving situations of adding to,
taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a
symbol for the unknown number to represent the
problem.
Domain: Number and Operations in Base Ten
(1.NBT)
Understand place value.
2. Understand that the two digits of a two-digit
number represent amounts of tens and ones.
Understand the following as special cases:
Common Core State Standards
a. 10 can be thought of as a bundle of ten ones— called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones.
Practice Standards:
1. Make sense of problems and persevere in solving
them.
Students must explain to themselves and to their
classmates what the information means for each
problem. In certain situations, problems can have
more than one solution.
2. Reason abstractly and quantitatively.
Students must make sense of mathematical
vocabulary for the quantities involved on each
problem card.
I am between 4 and 8.
I am even.
Who am I?

6. Didax – didax.com Working with Ten-Frames 63
Presenting the Activity
1. Make copies of the Ten-Frame Cards and the “Who Am I?” Cards on
card stock and cut them apart.
2. Distribute the Ten-Frame Cards and the “Who Am I?” Cards to each pair
of students.
3. Depending upon the students’ ability to read, you may need to read the
cards to students.
4. Say to the students:
Place the Ten-Frame Cards from 1 to 20 in front of both of you.
One of you starts by selecting a “Who Am I?” Card and reading
the problem.
Your partner finds the Ten-Frame Card or cards that answers the
question “Who am I?”
Remember, some cards will have more than one number for an
answer. Be sure to find all of the numbers.
5. You may need to demonstrate the activity with one card.
6. Allow time for students to complete the task.
7. Repeat the activity until all “Who Am I?” Cards have been used.
8. For each card selected, say to student(s):
Is there one answer or more than one answer to this problem?
If there is more than one number, how did you know?
Assessing Student Responses
The following questions will help you assess your students’ responses to the
activity:
• Did the student(s) correctly find the cards for each problem situation?
• If the problem had more than one correct answer, how did the
student(s) determine the multiple answers?
• If the student(s) did not find all solutions to a problem, did you observe
or hear any strategies they might have used?
• Did the student(s) have difficulty reading the “Who Am I?” Cards?
• Did the student(s) have difficulty with any particular problem format?

7. Working with Ten-Frames Didax – didax.com 110110
Ten-Frames Template

8. Working with Ten-Frames Didax – didax.com 114114
Ten-Frame Cards 1–10

9. Didax – didax.com Working with Ten-Frames 115 115
Ten-Frame Cards 11–20

10. Didax – didax.com Working with Ten-Frames 117 117
Number Cards 1–9
123
456
789

11. Working with Ten-Frames Didax – didax.com 118118
101112
131415
161718
Number Cards 10–18

12. Didax – didax.com Working with Ten-Frames 119 119
192021
222324
252627
Number Cards 19–27

13. Didax – didax.com Working with Ten-Frames 145 145
“Who Am I?” Cards
I am between 4 and 8.
I am even.
Who am I?
I am less than 16.
I am greater than 12.
I am odd.
Who am I?
I am between 14 and 20.
I am odd.
Who am I?
I am between 2 and 9.
I am even.
Who am I?
I am greater than 10.
I am less than 13.
I am odd.
Who am I?
I am less than 10.
I am the number of days
in a week.
Who am I?
I am less than 5.
I am greater than 2.
I am even.
Who am I?
I am greater than 9.
I am less than 15.
I am even.
I am not 10.
Who am I?

14. Working with Ten-Frames Didax – didax.com 146146
“Who Am I?” Cards
I am greater than 7 and
less than 13.
I am odd.
Who am I?
I am less than 9.
I am greater than 3.
I am odd.
Who am I?
I am less than 8 and
greater than 1.
If I am doubled, I am less
than 5.
Who am I?
I am even and less than
12.
When I am doubled, I
have 0 in the ones place.
Who am I?
I am greater than 12.
I am less than 20.
I am even.
Who am I?
I am between 13 and 16.
Who am I?
I am between 7 and 10.
I am even.
Who am I?
I am a 2-digit number.
Both of my digits are the
same.
Who am I?

15. Didax – didax.com Working with Ten-Frames 147 147
“Who Am I?” Cards
I am a 2-digit number.
My ones digit is 6 more
than my tens digit.
Who am I?
I am even.
My double is greater than
13 and less than 18.
Who am I?
I am a 2-digit number.
My ones digit is 3 more
than my tens digit.
Who am I?
I am odd and less than 12.
When I am doubled, I have
an 8 in the ones place.
Who am I?
I am a 2-digit number.
My ones digit is double my
tens digit.
Who am I?
I am between 10 and 15.
I am even.
Who am I?
I am odd.
My double is greater than
13 and less than 16.
Who am I?
I am a 2-digit number.
My ones digit is 8 more
than my tens digit.
Who am I?